O ensino da literatura de autoria negra em tempos de crise: práticas pedagógicas na modalidade remota

Abstract

This article presents a research that aims to discuss the possibility of teaching black literature in remote mode, in view of the law 10.639/03, which makes the teaching of Brazilian black literature mandatory. This thematic approach is necessary since, 18 years after the law was enacted, the actions for its implementation in the Brazilian public school are still fragile. Black literature values the memories and experiences of a social group that lives on the margins and confronts the discourse of imaginary racial democracy, which many Brazilian intellectuals preach. Thus, the research took place from the articulation between the reflection about my pedagogical experience as a student and teacher at the Álvaro Machado school, member of the state network of Areia-PB, and listening to literature professors who are currently active in this institution. Considering that the challenges of teaching black literature are added to the complex scenario of remote education, imposed by the COVID-19 pandemic, the work assumed the character of an action research (THIOLLENT, 1996), considering that it is based on a reflective practice of social character and in the proposition of a didactic sequence that aims to support/inspire the teachers of the referred school in face of the discussed problem. As theoretical support for the development of the article we used: Cuti (2010), Evaristo (2007), (2017) and (2020), Gomes (2005) (2011) and (2012), Garcia (2011), hooks (2013), Mendes (2020), Munanga (1999), Oliveira (2010), Pinheiro (2006), Thiollent (1986) and Cosson (2016).